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Nemours is currently funded by the Centers for Disease Control and Prevention (CDC) under a five-year Cooperative Agreement (1U58DP004102-01) to support states/localities in launching early care and education learning collaboratives focused on childhood obesity prevention. The views expressed in written materials or publications, or by speakers and moderators do not necessarily reflect the official policies of the Department of Health and Human Services, nor does the mention of trade names, commercial practices, or organizations imply endorsement by the U.S. Government.

Learning Session 4: Getting Kids Moving

Early Childhood Health Promotion

and Obesity Prevention

National Early Care and Education Learning Collaboratives

(ECELC) Project

Acknowledgements

A special thank you to:

Centers for Disease Control and Prevention (CDC)

– For generous funding support and expertise

Nemours

– For their expertise, materials, support, and time spent on the project’s implementation

Gretchen Swanson Center for Nutrition

– For the evaluation component of this national effort

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Learning Session 4

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ActionPeriodLS1 Action 

PeriodLS2 Action PeriodLS3 Action 

PeriodLS4 Action PeriodLS5

The ABC’s of a Healthy Me!

Go NAP SACC*

Nurturing Healthy Eaters & Providing Healthy Beverages 

Action Plan 

Serving Meals Family‐Style &Supporting Breastfeeding

Continue Action Plan& Storyboard

Getting Kids Moving 

Continue Action Plan& Storyboard

Reducing Screen Time & Celebrating Success 

Continuing the process of change 

*Go NAP SACC is a Nutrition and Physical Activity Self Assessment for Child Care for ECE settings comparing their current practices with a set of best practices

Learning Session 4 Objectives

At the end of the Learning Session, participants will be able to:

1. Describe best practices for physical activity for preschool, toddlers, and infants.

2. Have the information to continue the Action Plan, with a focus on program policies; and

3. Document and communicate the process of healthy change through a storyboard presentation.

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LS3 Action Period

ctive play

reastfeeding

ut down on screen time

rink milk and water

at healthy foods

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Key Points for ctive Play

Time

Type

Location

Limiting sedentary time

Teacher engagement

Integration into learning activities

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Benefits of ctive Play

Supports exploration, development and learning

Helps manage weight and maintain a healthy body mass index (BMI)

Builds and maintains healthy bones and muscles

Increases strength, coordination and fitness

Lowers risk of chronic disease

Improves self-esteem

Lowers stress

Linked to academic achievement 8

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Part A: Supporting

Motor Development

Motor Development

Influenced by interactions with peers and adults– Learned through teacher-directed

activities, practice, and mastery of skills

– Learned through peer observations and interactions

Supported by the built environment– Adequate indoor and outdoor space

– Age appropriate equipment

– Integration into the curriculum

– Promotion of motor development skill building with parents

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Motor Development

Types of motor development– Gross motor

Involves the large muscles in the arms and legs

Examples: holds head up, sits/stands with and without support, reaches with one hand, crawls, stands, walks, etc.

– Fine motor

Involves the small muscles in the hands, feet, fingers, and toes

Examples: grasps a toy, claps hands, drops blocks in to a container, picks up a toy, tears paper, holds a crayon, etc.

Promoting Motor Development in Infants Gross motor skills

– Encourage physical activity (i.e. “tummy time”)

– Place toys just out of reach of infant and encourage them to move towards them

– Provide open space(s) for infants to explore

– Move the infant gently by rolling, swaying, or bouncing

Fine motor skills

– Prop infants up with pillows to allow he/she to explore objects with support

– Play hand and/or finger games with the infant

– Encourage the infant to grasp your finger

– Provide different size toys (i.e. puzzles, blocks, balls, etc)

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Developmental Delays and Screenings Developmental milestones

– Include playing, learning, speaking, behaving, and moving

Developmental delay – When a child does not reach developmental

milestones at the same time as other children

Developmental screenings – Doctors and nurses use to identify whether children

are learning basic skills at the time they should

Identify developmental delays early – To assist parents with receiving additional support

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Developmental Delays

The Centers for Disease Control and Prevention (CDC) produced materials that assist with tracking a child’s progress through key developmental milestones, these materials include:

– Developmental milestones list for children ages 2 months-5 years

– Flyers and factsheets on developmental milestones

– Four video modules on developmental monitoring

“Learn the signs. Act Early.”

http://www.cdc.gov/ncbddd/actearly/index.html14

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Early Learning Standards Physical Activity Break

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Part B:Best Practices for Physical

Activity

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Best Practices for Physical Activity The best practices for physical activity in ECE

include 8 areas: – intensity, time, integrating activity throughout the

day, type, provider’s role, equipment, being outdoors, and policies

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‘Moderate to Vigorous’ Physical Activity Engage all children in ‘moderate to vigorous’

physical activities every day

Moderate intensity activity is faster than a slow walk, but still allows you to talk easily

Vigorous intensity activity causes you to breathe so much faster and deeper than normal that it interferes with your ability to talk – leaves you ‘breathless’– Children who are breathless are exercising their heart

and lungs along with the muscles in their arms and legs!

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Daily Moderate to Vigorous Physical Activity (MVPA)

Schedule enough time for daily moderate to vigorous physical activity (MVPA)

A child’s age determines how much MVPA time they need:– Preschoolers need 90 to 120 minutes

(per 8 hour day)

– Toddlers need 60 to 90 minutes (per 8 hour day)

– Infants need short durations of supervised ‘tummy time’ a few times every day. There is no set time duration for tummy time.

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Integrate Physical Activity Throughout the Day

Active play should not be limited to the times set aside for physical activity each day

Include physical activity in your lesson plans– Children can learn about colors and shapes by

hopping to a blue circle and skipping to a red square. They can learn numbers by counting their jumps and can act out what the main character is doing during story time.

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Ways to Get Children Moving

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Add physical activity into your daily routine– Sesame Street Healthy

Habits for Life: Movement Grab Bag

– Sesame Street Healthy Habits for Life: Raindrops Cant Make the Rain Stop

– Tossing & Catching activity kit: Fitness Tag

Motion Moments: Preschoolers

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‘Adult-led’ Active Play

Schedule ‘adult-led’ active play at least twice a day for infants, toddlers, and preschooler

Occurs whenever you directly lead children in an activity that promotes movement such as jumping, throwing, balancing, or kicking

Planned games and activities should: – Support age-appropriate motor development

– Be non-competitive and non-elimination

– Have no or minimal waiting time

– Be adapted so children of all abilities can participate

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Free Active Play

Schedule free play daily

When children engage in free play (or ‘unstructured’ play), they get to decide what to do– Activities should encourage children’s

individual abilities and interests

– Teachers should be engaged and provide support and prompts to encourage active play

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Free Active Play (Toddlers & Preschoolers)

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With toddlers and preschoolers:– Encourage each child to engage in activities

that support their specific abilities and interests

– Be encouraging and supportive. For example, you can encourage children to run by saying “Look at that yellow leaf, let’s race to get it.”

– Be up and active during this time to role model physical activity.

– Ensure there is adequate portable play equipment that supports physical activity (such as balls, hula hoops, riding toys, streamers).

Free Active Play (Infants)

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For free play with infants:– Place infants on the ground to promote free movement.

The ground should be well maintained, clean, and free of any objects the infant could eat

– Provide a play space with infant toys, music, and play mats and rugs with varying colors, patterns, pictures, and textures

– Place infants so they may interact with providers and other infants

– Encourage infants to practice head control, pushing themselves up, rolling, crawling, and creeping

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ECE Provider Engagement

Dress for movement

Participate during active play– Role model

– If you have physical limitations, be a cheerleader

– Get your own physical activity into meet adult recommendations for physical activity

Provide prompts and encouragement– During structured and unstructured play

Support activities that are appropriate and safe

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Indoor/Outdoor ECE Provider Engagement Activities (Preschoolers)

Building and Bulldozing - create an obstacle course for children to act out what builders and bulldozers do

Runaway Train - have children wrap their arms around each other to create “trains” and have them try to connect to each other to make one large train

Twist, Turn, Bounce and Bend - have children try to do each of these movements with various parts of their body

Tap, Tap, Run, Run - have children practice dribbling a ball and perform those actions with their hands and feet

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Indoor/Outdoor ECE Provider Engagement Activities (Infants)

Touch Tour - introduce infants to senses (soft and hard objects, squishy items, cool and warm water)

String Along - tie small objects to a thick piece of yarn and have infants practices grabbing and moving the toys while holding onto the yarn

Pile small boxes up - have infants knock them down

Texture Crawl - have infants crawl across various textures (rubber mat, carpet, scarves, bubble wrap, and velvet) This can be used as an indoor or outdoor activity

Peek-a-Boo

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Provide Opportunities for Motor Skill Development

Provide continuous opportunities to develop and practice gross motor and movement skills

How do you know what skills are age-appropriate?– Most motor and movement skills have a very large

age-range where the development of the skill is considered “normal”

– This handout from CDC includes a milestone checklist:

https://www.cdc.gov/ncbddd/actearly/pdf/checklists/all_checklists.pdf

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Motor Skill Development

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Exploratory Actions for Toddlers Toddlers seek independence, but need safe

spaces to explore

Play experiences which support optimal motor development include:– Ball handling

– Balance

– Manipulation

– Space awareness

– Obstacles

– Wheeled toys

– Pretend play or dramatic play

– Rhythm32

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Sensory Actions for Infants

Role of adults is to maximize a child’s actions by:– Encouraging responsive interactions

– Providing enriched, sensory experiences

Four sensory areas:1. Visual (seeing)

2. Auditory (hearing)

3. Tactile (touch)

4. Vestibular (motion)

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Physical Activity Break

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Head Start Body Start Activity Calendar

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Use all of your space effectively for physical activity

Having an all-purpose room or a gymnasium is not necessary

Small classrooms, hallway, or living-room corners can suffice for indoor active play that reaches moderate to vigorous intensity!

Be flexible

Identify a plan to quickly move furniture for a larger space to engage young children in physical activity

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Equipment

Age and developmentally appropriate

Sturdy and safe

– Sensory equipment: mobiles, teething toys, baby mirrors, etc.

– Manipulative equipment: grip toys, stacking toys, puzzles, peg boards, etc.

– Large muscle equipment: riding/rocking toys, gym mats, balance beams, slides, etc.

Portable play equipment

– Indoors and outdoors

– Balls, scarves, bean bags, wagons, etc.

Appropriate adult supervision

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Never withhold or use physical activity as a punishment Using physical activity as a punishment takes

the fun out of activity and lead children to have negative associations to it

It might be necessary to provide such children with time and space to calm down before they can resume active play with other children

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Play Outdoors Every Day Daily outdoor play helps children be more physically

active

Going outside is important to expose children to sunlight for Vitamin D and fresh air

Reduces stress

Improves attention, memory, and problem solving skills

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Weather

Weather that poses a significant health risk:

– Wind chill at or below -15˚F

– Heat index at or above 90˚F

– Air Quality Index at or above 201

Protect children from the sun, especially 10am-2pm

– Use sunscreen

Ask families to send appropriate clothing for children to play outside in any weather

– Hats, coats, gloves, raingear, sunscreen

– Keep an extra supply at your program

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Infant Physical Activity

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Infant Physical Activity

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Limit use of restricting equipment to no more than 15 minutes at a time (except when napping or eating) or eliminate:– Sit-in walkers and jumpers

– Swings

– High chairs

– Car seats in the classroom

– Strollers

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Have comprehensive physical activity policies

Written policies help everyone have a clear and shared understanding of how your program supports physical activity

Be sure to regularly communicate policies for physical activity to parents along with all other program policies

Comprehensive policies will address all best practices covered in this learning session

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Best Practices for Physical Activity

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Tossing and Catching Activity Kit

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Lunch

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Part C: Overcoming

Challenges to Meeting Physical

Activity Best Practices

Challenge: Unsure About How to Promote Physical Activity

I’ve never enjoyed physical activity or been very good at it. I can’t imagine being a good role-model for children in terms of physical activity

Solution #1: Become familiar with children’s developmental milestones

Solution #2: Incorporate physical activity into existing daily routines

Solution #3: Make transitions more active

Solution #4: Seek out training opportunities and reach out to a technical assistance provider

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Challenge: Weather and Air Quality It’s too hot/cold/rainy/smoggy to be outside

Solution #1: Plan ahead and be flexible with your schedule

Solution #2: Identify who makes decisions to cancel outdoor physical activity, based on weather and air quality

Solution #3: Ask families to send appropriate clothing for their children

Solution #4: Keep extra hats, coats, raingear, and sunscreen at your program

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Challenge: Space Constraints

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We just don’t enough space for kids to be physically active

Solution #1: Be creative in your search for space

Solution #2: Seek out special resources and training for promoting physical activity in small spaces

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Challenge: I’m not able to be very physically active

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I have knee/hip/back issues that make being active with the children very difficult.

Watch this video to learn solutions and how to modify activities for yourself just as you would modify an activity for a child:

Challenge: I have kids with very different skill levels

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How do I do activities that work for everyone?

Solution #1: Choose activities that can be adapted to all ability levels.

Solution #2: Go with cooperative activities rather than competitive ones.

Solution #3: Get up and Dance! Music is a great way to get everyone moving.

Solution #4: Support child initiated activity.

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Challenge: Unsure how to make tummy time productive

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You know that infants need tummy time, but you are unsure about what things you should be doing to make sure that they are getting the most out of it

Solution #1: Use tummy time to promote gross motor development

Solution #2: Participate in tummy time with infants

Solution #3: Change up tummy time routines

Physical Activity Break

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Part D: Facilitating

Change in Your Program

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Child

Family

ECE Program Staff

ECEProgramEnvironment

ECE ProgramPolicies

The Social Ecological Model

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Technical Assistance Groups

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Action Plan

LS4 Action Period

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ActionPeriodLS1 Action 

PeriodLS2 Action PeriodLS3 Action 

PeriodLS4 Action PeriodLS5

The ABC’s of a Healthy Me!

Go NAP SACC*

Nurturing Healthy Eaters & Providing Healthy Beverages 

Action Plan 

Serving Meals Family‐ Style &Supporting Breastfeeding

Continue Action Plan& Storyboard

Getting Kids Moving

Continue Action Plan& Storyboard

Reducing Screen Time & Celebrating Success 

Continuing the process of change 

*Go NAP SACC is a Nutrition and Physical Activity Self Assessment for Child Care for ECE settings comparing their current practices with a set of best practices

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Facilitating Change in Your Program: LS4 Action Period Facilitated by the program Leadership Team

– Training for program staff

– Mini-version of the Learning Session that the Leadership Team attended

Opportunity to:

– Complete the Post Go NAP SACC instruments

– Implement the action steps for program policies for the 1-2 areas programs would like to improve upon

– Collaborate with program staff to finalize your storyboard demonstrating what area(s) the program improved Storyboards will be presented at LS5

Trainers provide technical assistance (TA)

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Creating a Storyboard

Programs will express their story of change by:

– Describing what change(s) were made and how they did it

– Sharing who was involved in the process

– Explaining accomplishments and challenges faced

– Sharing photos of the implementation process

– Describing how participants reacted to the change(s)

– Outlining any program policies that were updated as a result

– Explaining the next steps they will take to sustain the change(s)

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Part E: Extending your

Learning -Staff, Families and Program

Policies

Get to know families and shared expectations

Think about how you communicate with your families and engage them related to active play

Best practices to keep in mind include:– Communicate physical activity polices

– Provide education to families on developmental milestones and ways to support physical activity

– Give families regular feedback on progress their children are making

– Work with families to adapt activities for children with physical or developmental disabilities

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Engaging Families

Partner with families to support children’s health and development

Share resources like Family Tip Sheets

Ask families for ideas that would help children grow up healthy

Put information in family newsletters, bulletin boards, notes, etc.

Create challenges where the program and families work together on achieving a behavior

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Health and Physical Development at Home

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Encourage parents to: – Sing, move, and dance with

their children

– Play games that involve all five senses

– Enjoy walking, climbing, running, and jumping

– Take their child(ren) to the doctor and dentist for regular check-ups and immunizations

– Promote healthy eating behaviors, good hygiene, and basic safety practices

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10 Tips for Becoming More Active As a Family

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“Go Smart” Phone App

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Developed by Nike in partnership with the National Head Start Association

Physical activities for children birth to five

To be used by providers and parents

www.gosmart.nhsa.org

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Staff Wellness & Physical Activity

Doesn’t have to be hard, stressful or boring!

Recommendations for adults:– 2 hours + 30 (150 minutes) a week of moderate-intensity

– 1 hour + 15 minutes (75 minutes) a week of vigorous-intensity aerobic physical activity

– Muscle strengthening exercises at least 2x/week

Episodes should last at least 10 minutes

Develop goals and a plan to engage in physical activity – Take a walk one day a week for 30 minutes

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Sample Physical Activity Policies

Children attending ABC Child Care: – Shall play outdoors daily when weather and air

quality conditions do not pose a significant risk. Time planned for outdoor play and physical activity depends on the age group and weather conditions.

– Activities shall include structured (led by the adult caregiver) and unstructured (not led by an adult) physical activity.

– Shall be dressed appropriately for the weather, including wearing appropriate seasonal clothing and footwear, so they can participate fully, move freely, and play safely.

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Check-Out

Trainer Contact Information

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